Title: Latino Leaders in Colorado
Overview
| Lesson Overview | Utilizing a variety of primary sources, artifacts and interviews from the BCLHP, and inquiry based instruction, students will analyze and evaluate leadership qualities of local Latino leaders that have historically impacted Latino way of living. Students will create a presentation on a Latino leader that includes his/her influence on the community and leadership skills of this particular leader. |
| Author(s) & School | Susana Mosqueda and Hilary Barthel
Columbine Elementary; revised by Esmeralda Castillo-Cobian |
| Grade Level/
Course |
Grades 1-2 |
| Standards | 1.b: Analyze primary source historical accounts related to Colorado history to understand cause-and-effect relationships (DOK 2-3)
1.d:d. Identify and describe how major political and cultural groups have affected the development of the region (DOK 1-2) |
| Time Required | 1-2 weeks of 45 min. sessions |
| Topic | Political or community participation |
| Time Period | 1900 – 1960s |
| Tags (key words) | Communication (Diction, declamation, public speaking skills), focus, plan, organization, strong character, confidence, integrity, inspirational, passion, patience, resiliency: dominio de las reacciones ante dificultades valiéndose de la virtud y la razón), decisiveness, empowerment by delegating, positivity, persistence, generosity, insightfulness, accountability |
Preparation (Links to worksheets, primary sources and other materials):
Lesson Procedure (Step by Step Instructions):
| Step 1: Activate background knowledge by having students respond to a “Do-Now” prompt: “What is a leader?” “What do leaders look like?” “What do leaders do?”
After students respond to the prompts, have them share out in groups and then out-loud to whole class as a segway into the next activity. Objective: Students will describe traits of leaders in their school and then connect these to what leaders look like in their community. Essential Questions: What are essential personality traits of leaders in our school? What makes a leader a leader? Who are strong examples of Latino leaders in our school/community? Language structures:
Procedure:
Step 2: Build content vocabulary through read alouds. Create a word wall with student participation. (suggestions: César Chávez, Benito Juarez, Dolores Huerta, Malala, Ducan Tonatiuh). Objective: While reading a variety of leaders’ stories, we will evaluate why are they consider great leaders of their cause. Essential Questions: What was the purpose of _____? What are some traits of leadership you can appreciate in _____? How did they become leaders of their community? What was the impact of their leadership in their community? Why in your opinion, did they decided to take the responsibility of leading a community? Why are these people in the stories strong leaders? Language structures: The purpose of ______ was to ______. In general a leader _________. According to the book _______ a leader _____. They became leaders because ________. They took the lead because they wanted to _____________. ______, _______, and _______ are strong leaders because______. I consider _______, ______, ______ and _____ a strong leader because _____. Procedure:
Step 3: Create a class poster Objective: Students develop inquiry skills as they investigate a local leader. The principal visit the classroom and students practice their inquiry skills by taking turns asking him/her questions. Essential Questions: What are some fundamental leadership traits when identifying a person as a leader? Do you consider yourself a leader why or why not? What motivates you to be a leader? Could you talk about one of the main reasons of why you became a leader? In your opinion, what takes to be a leader? Why is it important for you to impact the Latino community? Sentence Frames:: Find four leaders in the community that the students can choose from to interview. Some essential leadership skills of a leader are ______________. In my opinion, a leader should be someone who ________. The principal responded, “I consider myself a leader because _______.” One of the reasons our principal became a leader is ____________. Our principal stated that it is important to impact the Latino community because ___________. Step 4: Students investigate a local leader and create a presentation in the format of video, Powerpoint or poster. Other alternatives are a Padlet, Thinglink, or Keynote (found in apps). Use the links to the Trinidad and Pueblo Primary Source Sets to find local leaders. Objective: Students create their own presentation on a local leader. Essential Questions: What was the impact that your leader had over the Latino community? What are some leadership skills you notice? Teacher may want to include the purpose of leading a cause if this is relevant. Sentence Frames Find four leaders in the community that the students can choose from to interview. Some essential essential leadership skills a leader must have are______________. In my opinion, a leader should be someone who ________. The principal responded, “I consider myself a leader because _______.” One of the reasons our principal became a leader is ____________. Our principal stated that it is important to impact the Latino community because ___________. Step 5: Presentation (before the presentation a mini lesson on diction skills) Step 6: Model a presentation so that the students know what it should look like. |
| Extension: have students respond the following question
Do you consider yourself a leader? Why? |
Evaluation/Assessment: (Methods for collecting evidence of student learning)
This lesson incorporates a wide range of opportunities to assess students academic progress through formal and informal assessments.
Students can earn these badges for successful completion of the lesson. |